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Home __ Educators page __ Content Area: Mathematics Grade Level: 7th - 8th toc = __Learning Objectives__: = > > > >
 * Students will be introduced to the concept of volume: what it means, where it's seen in real world situations, and how to find it given appropriate dimensions.
 * Students have already learned area and surface area. Through this lesson, students will be able to tell the difference between area and volume word problems by understanding key vocabulary words.
 * Students will learn and use the volume formula for 3-dimensional shapes such as cubes, rectangular prisms and cylinders.
 * Students will use these formulas to solve real-life problems on their own.
 * Students will use multi-media enhanced activities to further their knowledge in mathematics by watching, interacting and assessment tools.

=__NYS Standards Addressed__:= > >
 * Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
 * Students will: use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes; identify and justify geometric relationships, formally and informally; apply transformations and symmetry to analyze problem solving situations; apply coordinate geometry to analyze problem solving situations.
 * Students will:determine what can be measured and how, using appropriate methods and formulas; use units to give meaning to measurements; understand that all measurement contains error and be able to determine its significance; develop strategies for estimating measurements.

=__Goals__:=
 * Students will understand what volume means in mathematics and in real-life.
 * Students will be able to tell the difference between area and volume, based on key words.
 * Students will be able to find the volume of a cube and rectangular prism using the formula.
 * Students will be able to find the volume of a cylinder using the formula, in terms of pi.
 * Students will be able to use their knowledge of volume to solve real world word problems.

=__Procedure__:= This online activity will be done individually. Students will be provided headsets to hear audio, as well as a guided notesheet to act as a recorder for newly learned information and study purposes. TIMELINE: If class periods are 40 mins, I would expect this would take about 3 to 4 classes. If they are 60 minutes, it would take about 2 to 3 classes. If 80 minutes, 2 classes.


 * //Step 1: This first part acts as the anticipatory set of the lesson: Activating knowledge on what they know about volume, and give a brief video introduction (engagement).﻿//**

->Students will enter the "Student's Page" and listen to a Voki (audio instructions) about what they will be learning about and expected to do during this activity. After they have listened, they will be asked to jot down what comes to mind when they hear the word "volume" under the Grafitti section of their student guided worksheet. This does not have to be anything too intense, I just want to get them thinking about what they already know. Next, they will watch the introduction video on volume, and how it is seen in real life. After they have watched, they will then add to the Grafitti new words or ideas about the word "volume". They now have a bank of words associated with volume they can look back on. They will then click the microphone to continue onto the next level. (approximately 8 - 10 minutes)

//**﻿Step 2: Students will learn key words, and compare what they already know to what they are going to learn.**//

-> Students will enter the page called "Area vs. Volume". They will first watch a video that will introduce them to key words involved with volume. Examples: "fit", "depth", "fill", "how much space", etc. After watching the video, they will click on the image below (thinking person) where they will use an interactive powerpoint (browser-based) to see if they can decifer the difference between volume and area situations. They will have to read two different situations, and decide whether it's a volume or area problem, depending on key words. This will help them understand that area deals with outside terms, and volume with inside terms. They will then click the microphone to go to the next level. (approximately 10 - 12 minutes)

//**﻿Step 3: Students will learn the volume formula for rectangular prisms and cubes. This will act as direct instruction (video) and guided practice (notes sheet, teacher check/initial).**//

-> By clicking on the video provided, students will learn about length, width and height of a 3-dimensional object and how it applies to the formula V = LWH. They will watch model examples of how to find the volume, and learn a catchy, fun song along the way! After watching the video, students will click "after video" where it shows a visual of the notes and examples they are expected to do next. They will practice two examples on their own, and have it checked by a teacher and initialed before moving on. Any misconceptions should be cleared up here by teachers. ( approximately 15 - 20 minutes)


 * //﻿Step 4: Students will learn the volume formula for cylinders. This will act as direct instruction (video) and guided practice (notes sheet, teacher check/initial).//**

->This section is very similar to step 3 in that students will watch a video and try examples on their own. Students will learn the different components of a cylinder (radius, height) and the volume formula for a cylinder, which is V = pi*r*h. Before moving on, students will have to check in with the teacher to make sure they have done the problem correctly. Once checked, they can move on to the next step by clicking the microphone. (approximately 15 - 20 minutes)


 * //Step 5: Mid-lesson assessment//**

->Students will take a mini-quiz on finding the volume of rectangular prisms, cubes and cylinders through the GoogleDocs online tool. This will measure their immediate comprehension of all three concepts. Students can use any notes or examples they have kept track of. (approximately 10 - 15 minutes)

//**Step 6: Students will learn how to problem solve by working through real-world situations, and using the concept of volume.**//

->Students will watch a screencast on a situation dealing with how many smaller pools would fit inside a larger pool. They will learn how to use the volume formula, as well as division, to solve this real-world problem. They will be able to rewind or replay parts of the video to help them solve a similar problem on their own. This will promote indepenent work, problem solving and using available resources appropriately. (approximately 10 - 15 minutes)


 * //Step 7: Assessment using mutli-media.//**

The final part of this activity is to have the students create a digital story using Microsoft PhotoStory 3 to demonstrate their understanding of volume. They will have to pick a real-life situation where they have to find the volume, or multiple volumes of objects. They will first watch a screencast on how to cite photos off of Flickr.com, and then watch one on how to use the PhotoStory software on their computers. From there, they will explore the tool and be creative with developing a media-enhanced project that incorporates finding volume. (Depending on student work pace, anywhere from an hour to an hour and a half.)

=Additional Documents=

Media Credits - Here I have listed all sources used, including photo and video URLs.

- Attached is the guided notes sheet that includes space for formulas and example practice.

- This is the interactive powerpoint that students used to decifer between area or volume situations.

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